Suggested Planning Steps
Find what works best for you...
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"It seems to work best if you use this (planner) while working with someone else."
Darryl Mann, PE/Math Specialist |
Review the Reflection section from last year's planner (Section 9)
Start with the Transdisciplinary Theme (Section 1)
Read the Central Idea (Section 1)
Summative Assessment Tasks must now be determined.
I will be honest, before nailing it down completely I often get a strong sense of direction and revisit the more detailed planning of the culminating assessment task after going through
Choose / review the Concepts (Section 2)
Section 2: Concept alignment, Lines of Inquiry, Provocation(s) & Guiding Questions
Concept alignment
Provocation(s)
Following the planner step by step is naturally an option. I have included this as another perspective based on personal practice.
- What worked? Didn't?
- Consider any changes while proceeding with planning.
Start with the Transdisciplinary Theme (Section 1)
- Determine which aspects you will focus on.
Read the Central Idea (Section 1)
- Is it clear enough to be accessible (with support) to the age?
- Is it focused enough to be covered in the time yet broad enough to have a big understanding?
- Is it timeless, significant and universal?
Summative Assessment Tasks must now be determined.
I will be honest, before nailing it down completely I often get a strong sense of direction and revisit the more detailed planning of the culminating assessment task after going through
Choose / review the Concepts (Section 2)
- Do they drive the Central Idea?
- What are your key questions?
Section 2: Concept alignment, Lines of Inquiry, Provocation(s) & Guiding Questions
Concept alignment
- Choose no more than three that work to focus your inquiry
- Three or four to clarify the central Idea
- Open-ended, driving questions that promote conceptual understanding
Provocation(s)
- What is your hook?
- Will you need more than one to cater to different learning styles/interests in your class?
Following the planner step by step is naturally an option. I have included this as another perspective based on personal practice.
Notes
- The planner should be constantly amended not just reviewed and followed but updated with ideas, details, student action and embedded documents so that the reflection occurs without any fuss or undue stress and causes little interruption of planning flow for the following unit.
- Specialists can not always collaborate meaningfully on more than one or two units with every class. By focusing on related concepts they can reinforce the bigger understandings.
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